Contract Lecturers –Roles and Responsibilities

Teaching Matters“The most obvious thing about your first year of full-time teaching is the staggering amount of time and effort required.” ▹Molly Ladd-Taylor and Franca Iacovetta

• Build a teaching community • Organize a teaching dossier as a

living document• Consult the IDC website

The Student BodyLakehead University students are diverse:

– Primarily domestic – Majority are 18-24; about one-quarter 25+

– Students with disabilities– First generation students– Students of Indigenous and Aboriginal

ancestry

Beloit College Mindset List (look it up for fun!)

The Basics• Appointed by the Dean• Responsible to a Chair/Director/Dean• Expected to

– Foster an environment that is conducive to scholarly learning

– Treat students fairly and ethically– Be conscientious in the preparation, organization

and revision of course material• Employee Code of Conduct• Student Code of Conduct

• Intended to officially identify general standards of ethical conduct for all University personnel (except students)

• Six categories• Personal integrity• Respect for others• Compliance with law and policy• Diligence and efficiency• Protection of University assets and records• Community involvement and public communications

Employee Code of Conduct

Course Outlines

• Course outline or syllabus • Required as per the Collective Agreement

(Article 16.02.07)“course requirements, assignments, evaluation procedures, components and percentage weighting of the final mark, penalties for late filing of assignments, office hours for academic counselling and any other relevant material”

Best Practices for Course Outlines

– Academic Integrity– Human Rights info– LO’s for the course– Netiquette– Marking rubrics– Schedule of lectures and/or labs– Reminder of university resources

See IDC website for Syllabus template under Faculty Resources

More Important Information

• Any changes to the course outline must be communicated to students and the immediate supervisor

• Any expenses, including printing, must have prior approval

• Rescheduling of instructional activity– Only in exceptional circumstances– Notify students and immediate supervisor

Examinations and “End of Term”

• Final Marks – must be submitted as per direction from immediate supervisor

• Special or supplemental examinations may be necessary • You are responsible for setting and marking• Occur at the beginning of next term

• Additional information for quality assurance or accreditation purposes may be required. • This could include partial marks from specific

components of the class (exam questions, lab reports, project rubric scores, etc.).

• This requirement will be discussed with you by the department chair.

Student Feedback on Teaching (SFT)

• SFT policy • Online and on paper

– Opt out of online until September 23– Online conducted through myinfo– Paper conducted in class– 2nd and 3rd last weeks of class– 45 day course or less – during last 5 days– Minimum class size of 5 students

Engaging Students in the SFT

• Explain how you use the SFT• Explain how the Institution uses the SFT• Encourage students to complete them• Do it early!• Provide class time for completion

– Paper (built into the process)– Online (create opportunities)

Using SFT

• Creating a Teaching Dossier

Remember to• Narrate the results• Get help with interpretation • Take advantage of Continuing education!

Course Outline –Course Learner Outcomes

• What should my students be able to do when the course is finished?

• Use action verbs (Bloom’s Taxonomy) • Avoid “understand” and “appreciate” • Think of skills that could support a resume• Tie course LO’s to program LO’s• Tie assessments to LO’s

Course Design –The 4 Key Questions

1. What do I want my students to know by the end of the course?

2. What assignments can I design to support their learning?

3. How will I evaluate their learning?4. What do they need to read to support their

learning?

www.Fractuslearning.com

What assignments can I design to support their learning?

Out-of-class assignments (evaluated)• Research papers, reflective papers, group work,

movies/music/theatre, print/web media, labsIn-class assignments (evaluated or not)• Group discussions, pop quizzes, written

summaries, problemsRelating your LO’s to your assignments • Yes, there should be a connection!

How will I evaluate their learning?

What is the purpose of assessment?

What is its connection to learning (deep vs. surface) and your learning outcomes?

Tools of evaluation